1
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Gao S, Hu Q. What curves are parallel? The core feature of preschoolers' intuitive parallel category. Child Dev 2024; 95:1186-1199. [PMID: 38334138 DOI: 10.1111/cdev.14074] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/10/2024]
Abstract
Existing evidence has revealed that humans can spontaneously categorize many geometric shapes without formal education. Children around 4 years could distinguish between intersecting lines and parallel lines. Three features can be used to identify parallel lines, namely "translational congruence," "never meet," and "constant distance." This study separated them by using pairs of curves that possess only one of these features. Two experiments across 2021-2023, respectively, compared the relative priority of "translational congruence" with "constant distance," and "never meet" with "constant distance" among 3- to 5-year-old Chinese preschoolers (Ntotal = 314, 48% female). The results showed that preschoolers consistently grouped "constant distance" curves with parallel lines. This suggests that the core feature of intuitive parallel category is "constant distance" at this age.
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Affiliation(s)
- Shaojing Gao
- Institute of Developmental Psychology, Beijing Normal University, Beijing, China
| | - Qingfen Hu
- Institute of Developmental Psychology, Beijing Normal University, Beijing, China
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2
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Dillon MR. Divisive language. Behav Brain Sci 2024; 47:e124. [PMID: 38934439 DOI: 10.1017/s0140525x23003047] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/28/2024]
Abstract
What language devises, it might divide. By exploring the relations among the core geometries of the physical world, the abstract geometry of Euclid, and language, I give new insight into both the persistence of core knowledge into adulthood and our access to it through language. My extension of Spelke's language argument has implications for pedagogy, philosophy, and artificial intelligence.
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Affiliation(s)
- Moira R Dillon
- Department of Psychology, New York University, New York, NY, USA
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3
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Barot C, Chevalier L, Martin L, Izard V. "Now I Get It!": Eureka Experiences During the Acquisition of Mathematical Concepts. Open Mind (Camb) 2024; 8:17-41. [PMID: 38419791 PMCID: PMC10898616 DOI: 10.1162/opmi_a_00116] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2023] [Accepted: 12/12/2023] [Indexed: 03/02/2024] Open
Abstract
Many famous scientists have reported anecdotes where a new understanding occurred to them suddenly, in an unexpected flash. Do people generally experience such "Eureka" moments when learning science concepts? And if so, do these episodes truly vehicle sudden insights, or is this impression illusory? To address these questions, we developed a paradigm where participants were taught the mathematical concept of geodesic, which generalizes the common notion of straight line to straight trajectories drawn on curved surfaces. After studying lessons introducing this concept on the sphere, participants (N = 56) were tested on their understanding of geodesics on the sphere and on other surfaces. Our findings indicate that Eureka experiences are common when learning mathematics, with reports by 34 (61%) participants. Moreover, Eureka experiences proved an accurate description of participants' learning, in two respects. First, Eureka experiences were associated with learning and generalization: the participants who reported experiencing Eurekas performed better at identifying counterintuitive geodesics on new surfaces. Second, and in line with the firstperson experience of a sudden insight, our findings suggest that the learning mechanisms responsible for Eureka experiences are inaccessible to reflective introspection. Specifically, reports of Eureka experiences and of participants' confidence in their own understanding were associated with different profiles of performance, indicating that the mechanisms bringing about Eureka experiences and those informing reflective confidence were at least partially dissociated. Learning mathematical concepts thus appears to involve mechanisms that operate unconsciously, except when a key computational step is reached and a sudden insight breaks into consciousness.
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Affiliation(s)
- Charlotte Barot
- Université Paris Cité, INCC UMR 8002, CNRS, F-75006 Paris, France
| | - Louise Chevalier
- Université Paris Cité, INCC UMR 8002, CNRS, F-75006 Paris, France
| | - Lucie Martin
- Université Paris Cité, INCC UMR 8002, CNRS, F-75006 Paris, France
| | - Véronique Izard
- Université Paris Cité, INCC UMR 8002, CNRS, F-75006 Paris, France
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4
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Zariņa L, Šķilters J. Combining and segmenting geometric shapes into parts depending on symmetry type: Evidence from children and adults. Iperception 2024; 15:20416695231226157. [PMID: 38268785 PMCID: PMC10807397 DOI: 10.1177/20416695231226157] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2023] [Accepted: 12/27/2023] [Indexed: 01/26/2024] Open
Abstract
Symmetry is an important geometric feature that affects object segmentation into parts, though De Winter and Wagemans note that partly occluded objects can still be identified by the remaining visible parts. In two sets of experiments with children (n = 31, age 7-11, M = 8.8, SD = 1.4) and adults (n = 19, age 17-57, M = 30.4, SD = 12.6), we used 13 basic geometric figures distinguished by symmetry types to test how they are naturally segmented or combined and what the developmental impacts are on the segmentation and combination. In the first experiment, participants were asked to cut figures into two along a straight line; in the second experiment, participants had to create five sets of connected two-figure combinations where overlapping figures were allowed. The results confirmed the importance of the symmetry axis in both tasks. Other relevant criteria were dividing into half, maximal/minimal curvature, and use of edges or corners for reference. This study allows comparisons of the impact of symmetry type on the segmentation and combining of geometric figures and indicates developmental differences between children and adults.
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Affiliation(s)
- Līga Zariņa
- Laboratory for Perceptual and Cognitive Systems at the Faculty of Computing, University of Latvia, Riga, Latvia
| | - Jurģis Šķilters
- Laboratory for Perceptual and Cognitive Systems at the Faculty of Computing, University of Latvia, Riga, Latvia
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5
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Ciccione L, Sablé-Meyer M, Boissin E, Josserand M, Potier-Watkins C, Caparos S, Dehaene S. Trend judgment as a perceptual building block of graphicacy and mathematics, across age, education, and culture. Sci Rep 2023; 13:10266. [PMID: 37355745 PMCID: PMC10290641 DOI: 10.1038/s41598-023-37172-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2023] [Accepted: 06/17/2023] [Indexed: 06/26/2023] Open
Abstract
Data plots are widely used in science, journalism and politics, since they efficiently allow to depict a large amount of information. Graphicacy, the ability to understand graphs, has thus become a fundamental cultural skill comparable to literacy or numeracy. Here, we introduce a measure of intuitive graphicacy that assesses the perceptual ability to detect a trend in noisy scatterplots ("does this graph go up or down?"). In 3943 educated participants, responses vary as a sigmoid function of the t-value that a statistician would compute to detect a significant trend. We find a minimum level of core intuitive graphicacy even in unschooled participants living in remote Namibian villages (N = 87) and 6-year-old 1st-graders who never read a graph (N = 27). The sigmoid slope that we propose as a proxy of intuitive graphicacy increases with education and tightly correlates with statistical and mathematical knowledge, showing that experience contributes to refining graphical intuitions. Our tool, publicly available online, allows to quickly evaluate and formally quantify a perceptual building block of graphicacy.
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Affiliation(s)
- Lorenzo Ciccione
- Cognitive Neuroimaging Unit, CEA, INSERM, NeuroSpin Center, Université Paris-Saclay, 91191, Gif-sur-Yvette, France.
- Collège de France, Université Paris Sciences Lettres (PSL), 75005, Paris, France.
| | - Mathias Sablé-Meyer
- Cognitive Neuroimaging Unit, CEA, INSERM, NeuroSpin Center, Université Paris-Saclay, 91191, Gif-sur-Yvette, France
- Collège de France, Université Paris Sciences Lettres (PSL), 75005, Paris, France
| | - Esther Boissin
- LaPsyDÉ, CNRS, Université Paris Cité, 75005, Paris, France
| | - Mathilde Josserand
- Laboratoire Dynamique Du Langage, UMR 5596, Université Lumière Lyon 2, 69363, Lyon, France
| | | | - Serge Caparos
- DysCo Lab, Department of Psychology, Université Paris 8, 93526, Saint-Denis, France
- Human Sciences Section, Institut Universitaire de France, 75005, Paris, France
| | - Stanislas Dehaene
- Cognitive Neuroimaging Unit, CEA, INSERM, NeuroSpin Center, Université Paris-Saclay, 91191, Gif-sur-Yvette, France
- Collège de France, Université Paris Sciences Lettres (PSL), 75005, Paris, France
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6
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Marupudi V, Varma S. Graded human sensitivity to geometric and topological concepts. Cognition 2023; 232:105331. [PMID: 36495709 DOI: 10.1016/j.cognition.2022.105331] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2021] [Revised: 10/16/2022] [Accepted: 11/17/2022] [Indexed: 12/12/2022]
Abstract
In a seminal study, Dehaene et al. (2006) found evidence that adults and children are sensitive to geometric and topological (GT) concepts using a novel odd-one-out task. However, performance on this task could reflect more general cognitive abilities than intuitive knowledge of GT concepts. Here, we developed a new 2-alternative forced choice (2-AFC) version of the original task where chance represents a higher bar to clear (50% vs. 16.67%) and where the role of general cognitive abilities is minimized. Replicating the original finding, American adult participants showed above-chance sensitivity to 41 of the 43 GT concepts tested. Moreover, their performance was not strongly driven by two general cognitive abilities, fluid intelligence and mental rotation, nor was it strongly associated with mathematical achievement as measured by ACT/SAT scores. The performance profile across the 43 concepts as measured by the new 2-AFC task was found to be highly correlated with the profiles as measured using the original odd-one-out task, as an analysis of data sets spanning populations and ages revealed. Most significantly, an aggregation of the 43 concepts into seven classes of GT concepts found evidence for graded sensitivity. Some classes, such as Euclidean geometry and Topology, were found to be more domain-specific: they "popped out" for participants and were judged very quickly and highly accurately. Others, notably Symmetry and Geometric transformations, were found to be more domain-general: better predicted by participants' general cognitive abilities and mathematical achievement. These results shed light on the graded nature of GT concepts in humans and challenge computational models that emphasize the role of induction.
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Affiliation(s)
- Vijay Marupudi
- Georgia Institute of Technology, United States of America.
| | - Sashank Varma
- Georgia Institute of Technology, United States of America
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7
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Dumont NSY, Stöckel A, Furlong PM, Bartlett M, Eliasmith C, Stewart TC. Biologically-Based Computation: How Neural Details and Dynamics Are Suited for Implementing a Variety of Algorithms. Brain Sci 2023; 13:brainsci13020245. [PMID: 36831788 PMCID: PMC9954128 DOI: 10.3390/brainsci13020245] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2022] [Revised: 01/28/2023] [Accepted: 01/28/2023] [Indexed: 02/04/2023] Open
Abstract
The Neural Engineering Framework (Eliasmith & Anderson, 2003) is a long-standing method for implementing high-level algorithms constrained by low-level neurobiological details. In recent years, this method has been expanded to incorporate more biological details and applied to new tasks. This paper brings together these ongoing research strands, presenting them in a common framework. We expand on the NEF's core principles of (a) specifying the desired tuning curves of neurons in different parts of the model, (b) defining the computational relationships between the values represented by the neurons in different parts of the model, and (c) finding the synaptic connection weights that will cause those computations and tuning curves. In particular, we show how to extend this to include complex spatiotemporal tuning curves, and then apply this approach to produce functional computational models of grid cells, time cells, path integration, sparse representations, probabilistic representations, and symbolic representations in the brain.
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Affiliation(s)
- Nicole Sandra-Yaffa Dumont
- Centre for Theoretical Neuroscience, University of Waterloo, Waterloo, ON N2L 3G1, Canada
- Correspondence:
| | | | - P. Michael Furlong
- Centre for Theoretical Neuroscience, University of Waterloo, Waterloo, ON N2L 3G1, Canada
| | - Madeleine Bartlett
- Centre for Theoretical Neuroscience, University of Waterloo, Waterloo, ON N2L 3G1, Canada
| | - Chris Eliasmith
- Centre for Theoretical Neuroscience, University of Waterloo, Waterloo, ON N2L 3G1, Canada
- Applied Brain Research Inc., Waterloo, ON N2T 1G9, Canada
| | - Terrence C. Stewart
- National Research Council, University of Waterloo Collaboration Centre, Waterloo, ON N2L 3G1, Canada
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8
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Sablé-Meyer M, Ellis K, Tenenbaum J, Dehaene S. A language of thought for the mental representation of geometric shapes. Cogn Psychol 2022; 139:101527. [PMID: 36403385 DOI: 10.1016/j.cogpsych.2022.101527] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2021] [Revised: 10/26/2022] [Accepted: 10/31/2022] [Indexed: 11/18/2022]
Abstract
In various cultures and at all spatial scales, humans produce a rich complexity of geometric shapes such as lines, circles or spirals. Here, we propose that humans possess a language of thought for geometric shapes that can produce line drawings as recursive combinations of a minimal set of geometric primitives. We present a programming language, similar to Logo, that combines discrete numbers and continuous integration to form higher-level structures based on repetition, concatenation and embedding, and we show that the simplest programs in this language generate the fundamental geometric shapes observed in human cultures. On the perceptual side, we propose that shape perception in humans involves searching for the shortest program that correctly draws the image (program induction). A consequence of this framework is that the mental difficulty of remembering a shape should depend on its minimum description length (MDL) in the proposed language. In two experiments, we show that encoding and processing of geometric shapes is well predicted by MDL. Furthermore, our hypotheses predict additive laws for the psychological complexity of repeated, concatenated or embedded shapes, which we confirm experimentally.
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Affiliation(s)
- Mathias Sablé-Meyer
- Unicog, CEA, INSERM, Université Paris-Saclay, NeuroSpin Center, 91191 Gif/Yvette, France; Collège de France, Université Paris-Sciences-Lettres (PSL), 75005 Paris, France.
| | - Kevin Ellis
- Cornell University, Ithaca, NY, United States
| | - Josh Tenenbaum
- Massachusetts Institute of Technology, Cambridge, MA, United States
| | - Stanislas Dehaene
- Unicog, CEA, INSERM, Université Paris-Saclay, NeuroSpin Center, 91191 Gif/Yvette, France; Collège de France, Université Paris-Sciences-Lettres (PSL), 75005 Paris, France
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9
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Izard V, Pica P, Spelke ES. Visual foundations of Euclidean geometry. Cogn Psychol 2022; 136:101494. [PMID: 35751917 DOI: 10.1016/j.cogpsych.2022.101494] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2019] [Revised: 05/10/2022] [Accepted: 06/06/2022] [Indexed: 01/29/2023]
Abstract
Geometry defines entities that can be physically realized in space, and our knowledge of abstract geometry may therefore stem from our representations of the physical world. Here, we focus on Euclidean geometry, the geometry historically regarded as "natural". We examine whether humans possess representations describing visual forms in the same way as Euclidean geometry - i.e., in terms of their shape and size. One hundred and twelve participants from the U.S. (age 3-34 years), and 25 participants from the Amazon (age 5-67 years) were asked to locate geometric deviants in panels of 6 forms of variable orientation. Participants of all ages and from both cultures detected deviant forms defined in terms of shape or size, while only U.S. adults drew distinctions between mirror images (i.e. forms differing in "sense"). Moreover, irrelevant variations of sense did not disrupt the detection of a shape or size deviant, while irrelevant variations of shape or size did. At all ages and in both cultures, participants thus retained the same properties as Euclidean geometry in their analysis of visual forms, even in the absence of formal instruction in geometry. These findings show that representations of planar visual forms provide core intuitions on which humans' knowledge in Euclidean geometry could possibly be grounded.
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Affiliation(s)
- Véronique Izard
- Université Paris Cité, CNRS, Integrative Neuroscience and Cognition Center, F-75006 Paris, France
- Department of Psychology, Harvard University, 33 Kirkland St, Cambridge, MA 02138, USA.
| | - Pierre Pica
- Instituto do Cérebro, Universidade Federal do Rio grande do Norte, R. do Horto, Lagoa Nova, Natal, RN 59076-550, Brazil
- UMR 7023, Structures Formelles du Langage, Université Paris 8, 2 rue de la Liberté, 93200 Saint-Denis, France
| | - Elizabeth S Spelke
- Department of Psychology, Harvard University, 33 Kirkland St, Cambridge, MA 02138, USA; NSF-STC Center for Brains, Minds and Machines, 43 Vassar St, Cambridge, MA 02139, USA
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10
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Hart Y, Mahadevan L, Dillon MR. Euclid's Random Walk: Developmental Changes in the Use of Simulation for Geometric Reasoning. Cogn Sci 2022; 46:e13070. [PMID: 35085405 DOI: 10.1111/cogs.13070] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2020] [Revised: 09/04/2021] [Accepted: 11/10/2021] [Indexed: 01/29/2023]
Abstract
Euclidean geometry has formed the foundation of architecture, science, and technology for millennia, yet the development of human's intuitive reasoning about Euclidean geometry is not well understood. The present study explores the cognitive processes and representations that support the development of humans' intuitive reasoning about Euclidean geometry. One-hundred-twenty-five 7- to 12-year-old children and 30 adults completed a localization task in which they visually extrapolated missing parts of fragmented planar triangles and a reasoning task in which they answered verbal questions about the general properties of planar triangles. While basic Euclidean principles guided even young children's visual extrapolations, only older children and adults reasoned about triangles in ways that were consistent with Euclidean geometry. Moreover, a relation beteen visual extrapolation and reasoning appeared only in older children and adults. Reasoning consistent with Euclidean geometry may thus emerge when children abandon incorrect, axiomatic-based reasoning strategies and come to reason using mental simulations of visual extrapolations.
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Affiliation(s)
- Yuval Hart
- Department of Psychology, The Hebrew University of Jerusalem.,Paulson School of Engineering and Applied Sciences, Harvard University
| | - L Mahadevan
- Paulson School of Engineering and Applied Sciences, Harvard University.,Department of Physics, Harvard University.,Center for Brain Science, Harvard University.,Department of Organismic and Evolutionary Biology, Harvard University
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11
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Pantsar M. On the development of geometric cognition: Beyond nature vs. nurture. PHILOSOPHICAL PSYCHOLOGY 2021. [DOI: 10.1080/09515089.2021.2014441] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
Affiliation(s)
- Markus Pantsar
- Department of Philosophy, History and Art Studies, University of Helsinki, Helsinki, Finland
- KHK Kolleg Cultures of Research, RWTH University, Aachen, Germany
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12
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Sensitivity to geometric shape regularity in humans and baboons: A putative signature of human singularity. Proc Natl Acad Sci U S A 2021; 118:2023123118. [PMID: 33846254 DOI: 10.1073/pnas.2023123118] [Citation(s) in RCA: 21] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023] Open
Abstract
Among primates, humans are special in their ability to create and manipulate highly elaborate structures of language, mathematics, and music. Here we show that this sensitivity to abstract structure is already present in a much simpler domain: the visual perception of regular geometric shapes such as squares, rectangles, and parallelograms. We asked human subjects to detect an intruder shape among six quadrilaterals. Although the intruder was always defined by an identical amount of displacement of a single vertex, the results revealed a geometric regularity effect: detection was considerably easier when either the base shape or the intruder was a regular figure comprising right angles, parallelism, or symmetry rather than a more irregular shape. This effect was replicated in several tasks and in all human populations tested, including uneducated Himba adults and French kindergartners. Baboons, however, showed no such geometric regularity effect, even after extensive training. Baboon behavior was captured by convolutional neural networks (CNNs), but neither CNNs nor a variational autoencoder captured the human geometric regularity effect. However, a symbolic model, based on exact properties of Euclidean geometry, closely fitted human behavior. Our results indicate that the human propensity for symbolic abstraction permeates even elementary shape perception. They suggest a putative signature of human singularity and provide a challenge for nonsymbolic models of human shape perception.
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13
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Hamami Y, Mumma J, Amalric M. Counterexample Search in Diagram-Based Geometric Reasoning. Cogn Sci 2021; 45:e12959. [PMID: 33873252 DOI: 10.1111/cogs.12959] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2020] [Revised: 02/11/2021] [Accepted: 02/14/2021] [Indexed: 01/29/2023]
Abstract
Topological relations such as inside, outside, or intersection are ubiquitous to our spatial thinking. Here, we examined how people reason deductively with topological relations between points, lines, and circles in geometric diagrams. We hypothesized in particular that a counterexample search generally underlies this type of reasoning. We first verified that educated adults without specific math training were able to produce correct diagrammatic representations contained in the premisses of an inference. Our first experiment then revealed that subjects who correctly judged an inference as invalid almost always produced a counterexample to support their answer. Noticeably, even if the counterexample always bore a certain level of similarity to the initial diagram, we observed that an object was more likely to be varied between the two drawings if it was present in the conclusion of the inference. Experiments 2 and 3 then directly probed counterexample search. While participants were asked to evaluate a conclusion on the basis of a given diagram and some premisses, we modulated the difficulty of reaching a counterexample from the diagram. Our results indicate that both decreasing the counterexample density and increasing the counterexample distance impaired reasoning performance. Taken together, our results suggest that a search procedure for counterexamples, which proceeds object-wise, could underlie diagram-based geometric reasoning. Transposing points, lines, and circles to our spatial environment, the present study may ultimately provide insights on how humans reason about topological relations between positions, paths, and regions.
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Affiliation(s)
- Yacin Hamami
- Centre for Logic and Philosophy of Science, Vrije Universiteit Brussel
| | - John Mumma
- Philosophy Department, California State University of San Bernardino
| | - Marie Amalric
- CAOs Laboratory, Department of Psychology, Carnegie Mellon University
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14
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Ayzenberg V, Lourenco SF. The relations among navigation, object analysis, and magnitude perception in children: Evidence for a network of Euclidean geometry. COGNITIVE DEVELOPMENT 2020. [DOI: 10.1016/j.cogdev.2020.100951] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
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15
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Dillon MR, Izard V, Spelke ES. Infants' sensitivity to shape changes in 2D visual forms. INFANCY 2020; 25:618-639. [PMID: 32857438 DOI: 10.1111/infa.12343] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2019] [Revised: 03/31/2020] [Accepted: 04/04/2020] [Indexed: 01/29/2023]
Abstract
Research in developmental cognitive science reveals that human infants perceive shape changes in 2D visual forms that are repeatedly presented over long durations. Nevertheless, infants' sensitivity to shape under the brief conditions of natural viewing has been little studied. Three experiments tested for this sensitivity by presenting 128 seven-month-old infants with shapes for the briefer durations under which they might see them in dynamic scenes. The experiments probed infants' sensitivity to two fundamental geometric properties of scale- and orientation-invariant shape: relative length and angle. Infants detected shape changes in closed figures, which presented changes in both geometric properties. Infants also detected shape changes in open figures differing in angle when figures were presented at limited orientations. In contrast, when open figures were presented at unlimited orientations, infants detected changes in relative length but not in angle. The present research therefore suggests that, as infants look around at the cluttered and changing visual world, relative length is the primary geometric property by which they perceive scale- and orientation-invariant shape.
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Affiliation(s)
- Moira R Dillon
- Department of Psychology, Harvard University, Cambridge, MA, USA.,Center for Brains, Minds, and Machines, McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, USA.,Department of Psychology, New York University, New York, USA
| | - Véronique Izard
- Integrative Neuroscience and Cognition Center, CNRS, Université de Paris, Paris, France
| | - Elizabeth S Spelke
- Department of Psychology, Harvard University, Cambridge, MA, USA.,Center for Brains, Minds, and Machines, McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, USA
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16
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Affiliation(s)
- José Ferreirós
- IMUS and Departamento de Lógica y Filosofía de la Ciencia, Universidad de Sevilla, Sevilla, Spain
| | - Manuel J. García-Pérez
- Departamento de Lógica y Filosofía de la Ciencia, Universidad de Sevilla, Sevilla, Spain
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17
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Lindskog M, Rogell M, Kenward B, Gredebäck G. Discrimination of Small Forms in a Deviant-Detection Paradigm by 10-month-old Infants. Front Psychol 2019; 10:1032. [PMID: 31156498 PMCID: PMC6528582 DOI: 10.3389/fpsyg.2019.01032] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2018] [Accepted: 04/18/2019] [Indexed: 01/29/2023] Open
Abstract
Using eye tracking, we investigated if 10-month-old infants could discriminate between members of a set of small forms based on geometric properties in a deviant-detection paradigm, as suggested by the idea of a core cognitive system for Euclidian geometry. We also investigated the precision of infants' ability to discriminate as well as how the discrimination process unfolds over time. Our results show that infants can discriminate between small forms based on geometrical properties, but only when the difference is sufficiently large. Furthermore, our results also show that it takes infants, on average, <3.5 s to detect a deviant form. Our findings extend previous research in three ways: by showing that infants can make similar discriminative judgments as children and adults with respect to geometric properties; by providing a first crude estimate on the limit of the discriminative abilities in infants, and finally; by providing a first demonstration of how the discrimination process unfolds over time.
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Affiliation(s)
- Marcus Lindskog
- Department of Psychology, Uppsala University, Uppsala, Sweden
| | - Maria Rogell
- Department of Psychology, Uppsala University, Uppsala, Sweden
| | - Ben Kenward
- Department of Psychology, Uppsala University, Uppsala, Sweden
- Department of Psychology, Health and Professional Development, Oxford Brookes University, Oxford, United Kingdom
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18
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Hu Q, Zhang M. The development of symmetry concept in preschool children. Cognition 2019; 189:131-140. [PMID: 30953824 DOI: 10.1016/j.cognition.2019.03.022] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2018] [Revised: 03/26/2019] [Accepted: 03/28/2019] [Indexed: 01/29/2023]
Abstract
Young children are exposed to symmetrical figures frequently before they are taught the concept of symmetry, which is a valuable experience for the development of geometry; however, limited research has explored how this concept develops. This study investigated the developmental sequence of "general symmetry" concept and "specific symmetry" concepts (i.e., bilateral, rotational, and translational symmetry) with 106 4-6-year-old children using a symmetry deviant detection task. The test examined children's conception of general symmetry against asymmetry, specific symmetry against asymmetry, and discrimination of specific symmetries. The results suggested that the concept of symmetry develops as a differentiation process. The concept of general symmetry was acquired first, followed by specific symmetries which were acquired in sequential order.
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Affiliation(s)
- Qingfen Hu
- Institute of Developmental Psychology, Beijing Normal University, China.
| | - Meng Zhang
- Institute of Developmental Psychology, Beijing Normal University, China
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19
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Williford K, Bennequin D, Friston K, Rudrauf D. The Projective Consciousness Model and Phenomenal Selfhood. Front Psychol 2018; 9:2571. [PMID: 30618988 PMCID: PMC6304424 DOI: 10.3389/fpsyg.2018.02571] [Citation(s) in RCA: 27] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2018] [Accepted: 11/30/2018] [Indexed: 01/29/2023] Open
Abstract
We summarize our recently introduced Projective Consciousness Model (PCM) (Rudrauf et al., 2017) and relate it to outstanding conceptual issues in the theory of consciousness. The PCM combines a projective geometrical model of the perspectival phenomenological structure of the field of consciousness with a variational Free Energy minimization model of active inference, yielding an account of the cybernetic function of consciousness, viz., the modulation of the field's cognitive and affective dynamics for the effective control of embodied agents. The geometrical and active inference components are linked via the concept of projective transformation, which is crucial to understanding how conscious organisms integrate perception, emotion, memory, reasoning, and perspectival imagination in order to control behavior, enhance resilience, and optimize preference satisfaction. The PCM makes substantive empirical predictions and fits well into a (neuro)computationalist framework. It also helps us to account for aspects of subjective character that are sometimes ignored or conflated: pre-reflective self-consciousness, the first-person point of view, the sense of minenness or ownership, and social self-consciousness. We argue that the PCM, though still in development, offers us the most complete theory to date of what Thomas Metzinger has called "phenomenal selfhood."
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Affiliation(s)
- Kenneth Williford
- Department of Philosophy and Humanities, University of Texas at Arlington, Arlington, TX, United States
| | - Daniel Bennequin
- Department of Mathematics, Mathematics Institute of Jussieu–Paris Rive Gauche, University of Paris 7, Paris, France
| | - Karl Friston
- Wellcome Trust Centre for Neuroimaging, University College London, London, United Kingdom
| | - David Rudrauf
- Faculty of Psychology and Education Sciences, Section of Psychology, Swiss Center for Affective Sciences, Centre Universitaire d’Informatique, University of Geneva, Geneva, Switzerland
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20
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Language, gesture, and judgment: Children's paths to abstract geometry. J Exp Child Psychol 2018; 177:70-85. [PMID: 30170245 DOI: 10.1016/j.jecp.2018.07.015] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2017] [Revised: 05/18/2018] [Accepted: 07/14/2018] [Indexed: 01/29/2023]
Abstract
As infants, children are sensitive to geometry when recognizing objects or navigating through rooms; however, explicit knowledge of geometry develops slowly and may be unstable even in adults. How can geometric concepts be both so accessible and so elusive? To examine how implicit and explicit geometric concepts develop, the current study assessed, in 132 children (3-8 years old) while they played a simple geometric judgment task, three distinctive channels: children's choices during the game as well as the language and gestures they used to justify and accompany their choices. Results showed that, for certain geometric properties, children chose the correct card even if they could not express with words (or gestures) why they had made this choice. Furthermore, other geometric concepts were expressed and supported by gestures prior to their articulation in either choices or speech. These findings reveal that gestures and behavioral choices may reflect implicit knowledge and serve as a foundation for the development of geometric reasoning. Altogether, our results suggest that language alone might not be enough for expressing and organizing geometric concepts and that children pursue multiple paths to overcome its limitations, a finding with potential implications for primary education in mathematics.
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21
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Hart Y, Dillon MR, Marantan A, Cardenas AL, Spelke E, Mahadevan L. The statistical shape of geometric reasoning. Sci Rep 2018; 8:12906. [PMID: 30150653 PMCID: PMC6110727 DOI: 10.1038/s41598-018-30314-y] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2018] [Accepted: 07/27/2018] [Indexed: 01/29/2023] Open
Abstract
Geometric reasoning has an inherent dissonance: its abstract axioms and propositions refer to perfect, idealized entities, whereas its use in the physical world relies on dynamic perception of objects. How do abstract Euclidean concepts, dynamics, and statistics come together to support our intuitive geometric reasoning? Here, we address this question using a simple geometric task – planar triangle completion. An analysis of the distribution of participants’ errors in localizing a fragmented triangle’s missing corner reveals scale-dependent deviations from a deterministic Euclidean representation of planar triangles. By considering the statistical physics of the process characterized via a correlated random walk with a natural length scale, we explain these results and further predict participants’ estimates of the missing angle, measured in a second task. Our model also predicts the results of a categorical reasoning task about changes in the triangle size and shape even when such completion strategies need not be invoked. Taken together, our findings suggest a critical role for noisy physical processes in our reasoning about elementary Euclidean geometry.
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Affiliation(s)
- Yuval Hart
- Paulson School of Engineering and Applied Sciences, Harvard University, Cambridge, MA, 02138, USA
| | - Moira R Dillon
- Department of Psychology, New York University, New York, NY, 10003, USA
| | - Andrew Marantan
- Department of Physics, Harvard University, Cambridge, MA, 02138, USA
| | - Anna L Cardenas
- Paulson School of Engineering and Applied Sciences, Harvard University, Cambridge, MA, 02138, USA
| | - Elizabeth Spelke
- Department of Psychology, Harvard University, Cambridge, MA, 02138, USA.,Center for Brain Science, Harvard University, Cambridge, MA, 02138, USA
| | - L Mahadevan
- Paulson School of Engineering and Applied Sciences, Harvard University, Cambridge, MA, 02138, USA. .,Department of Physics, Harvard University, Cambridge, MA, 02138, USA. .,Center for Brain Science, Harvard University, Cambridge, MA, 02138, USA. .,Department of Organismic and Evolutionary Biology, Harvard University, Cambridge, MA, 02138, USA. .,The Kavli Institute for Bionano Science and Technology, Harvard University, Cambridge, MA, 02138, USA.
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22
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Gibson E, Jara-Ettinger J, Levy R, Piantadosi S. The Use of a Computer Display Exaggerates the Connection Between Education and Approximate Number Ability in Remote Populations. Open Mind (Camb) 2017; 1:159-168. [PMID: 30931421 PMCID: PMC6436536 DOI: 10.1162/opmi_a_00016] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2017] [Accepted: 10/05/2017] [Indexed: 01/29/2023] Open
Abstract
Piazza et al. reported a strong correlation between education and approximate number sense (ANS) acuity in a remote Amazonian population, suggesting that symbolic and nonsymbolic numerical thinking mutually enhance one another over in mathematics instruction. But Piazza et al. ran their task using a computer display, which may have exaggerated the connection between the two tasks, because participants with greater education (and hence better exact numerical abilities) may have been more comfortable with the task. To explore this possibility, we ran an ANS task in a remote population using two presentation methods: (a) a computer interface and (b) physical cards, within participants. If we only analyze the effect of education on ANS as measured by the computer version of the task, we replicate Piazza et al.’s finding. But importantly, the effect of education on the card version of the task is not significant, suggesting that the use of a computer display exaggerates effects. These results highlight the importance of task considerations when working with nonindustrialized cultures, especially those with low education. Furthermore, these results raise doubts about the proposal advanced by Piazza et al. that education enhances the acuity of the approximate number sense.
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Affiliation(s)
| | | | - Roger Levy
- Department of Brain and Cognitive Sciences, MIT
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23
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Dillon MR, Spelke ES. Young Children's Use of Surface and Object Information in Drawings of Everyday Scenes. Child Dev 2017; 88:1701-1715. [PMID: 28869664 DOI: 10.1111/cdev.12658] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
Abstract
Pictorial symbols such as photographs, drawings, and maps are ubiquitous in modern cultures. Nevertheless, it remains unclear how children relate these symbols to the scenes that they represent. The present work investigates 4-year-old children's (N = 144) sensitivity to extended surface layouts and objects when using drawings of a room to find locations in that room. Children used either extended surfaces or objects when interpreting drawings, but they did not combine these two types of information to disambiguate target locations. Moreover, children's evaluations of drawings depicting surfaces or objects did not align with their use of such information in those drawings. These findings suggest that pictures of all kinds serve as media in which children deploy symbolic spatial skills flexibly and automatically.
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Amalric M, Wang L, Pica P, Figueira S, Sigman M, Dehaene S. The language of geometry: Fast comprehension of geometrical primitives and rules in human adults and preschoolers. PLoS Comput Biol 2017; 13:e1005273. [PMID: 28125595 PMCID: PMC5305265 DOI: 10.1371/journal.pcbi.1005273] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2016] [Revised: 02/13/2017] [Accepted: 11/24/2016] [Indexed: 01/29/2023] Open
Abstract
During language processing, humans form complex embedded representations from sequential inputs. Here, we ask whether a "geometrical language" with recursive embedding also underlies the human ability to encode sequences of spatial locations. We introduce a novel paradigm in which subjects are exposed to a sequence of spatial locations on an octagon, and are asked to predict future locations. The sequences vary in complexity according to a well-defined language comprising elementary primitives and recursive rules. A detailed analysis of error patterns indicates that primitives of symmetry and rotation are spontaneously detected and used by adults, preschoolers, and adult members of an indigene group in the Amazon, the Munduruku, who have a restricted numerical and geometrical lexicon and limited access to schooling. Furthermore, subjects readily combine these geometrical primitives into hierarchically organized expressions. By evaluating a large set of such combinations, we obtained a first view of the language needed to account for the representation of visuospatial sequences in humans, and conclude that they encode visuospatial sequences by minimizing the complexity of the structured expressions that capture them.
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Affiliation(s)
- Marie Amalric
- Cognitive Neuroimaging Unit, CEA DSV/I2BM, INSERM, Université Paris-Sud, Université Paris-Saclay, NeuroSpin center, Gif/Yvette, France
- Sorbonne Universités, UPMC Univ Paris 06, IFD, Paris, France
- Collège de France, Paris, France
| | - Liping Wang
- Institute of Neuroscience, Key Laboratory of Primate Neurobiology, CAS Center for Excellence in Brain Science and Intelligence Technology, Chinese Academy of Sciences, Shanghai, China
| | - Pierre Pica
- Instituto do Cérebro, Universidade Federal do Rio Grande do Norte, Natal, Brasil
- UMR 7023 Structures Formelles du Langage CNRS, Université Paris 8, Saint-Denis, France
| | - Santiago Figueira
- Department of Computer Science, FCEN, University of Buenos Aires and ICC-CONICET, Buenos Aires, Argentina
| | - Mariano Sigman
- Neuroscience Laboratory, Universidad Torcuato Di Tella, Buenos Aires, Argentina
| | - Stanislas Dehaene
- Cognitive Neuroimaging Unit, CEA DSV/I2BM, INSERM, Université Paris-Sud, Université Paris-Saclay, NeuroSpin center, Gif/Yvette, France
- Collège de France, Paris, France
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25
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van der Ham IJM, Hamami Y, Mumma J. Universal intuitions of spatial relations in elementary geometry. JOURNAL OF COGNITIVE PSYCHOLOGY 2016. [DOI: 10.1080/20445911.2016.1257623] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
Affiliation(s)
| | - Yacin Hamami
- Centre for Logic and Philosophy of Science, Vrije Universiteit Brussel, Brussels, Belgium
| | - John Mumma
- Philosophy Department, California State University of San Bernardino, San Bernardino, CA, USA
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26
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Urdapilleta E, Troiani F, Stella F, Treves A. Can rodents conceive hyperbolic spaces? J R Soc Interface 2016; 12:rsif.2014.1214. [PMID: 25948611 DOI: 10.1098/rsif.2014.1214] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023] Open
Abstract
The grid cells discovered in the rodent medial entorhinal cortex have been proposed to provide a metric for Euclidean space, possibly even hardwired in the embryo. Yet, one class of models describing the formation of grid unit selectivity is entirely based on developmental self-organization, and as such it predicts that the metric it expresses should reflect the environment to which the animal has adapted. We show that, according to self-organizing models, if raised in a non-Euclidean hyperbolic cage rats should be able to form hyperbolic grids. For a given range of grid spacing relative to the radius of negative curvature of the hyperbolic surface, such grids are predicted to appear as multi-peaked firing maps, in which each peak has seven neighbours instead of the Euclidean six, a prediction that can be tested in experiments. We thus demonstrate that a useful universal neuronal metric, in the sense of a multi-scale ruler and compass that remain unaltered when changing environments, can be extended to other than the standard Euclidean plane.
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Affiliation(s)
| | - Francesca Troiani
- Cognitive Neuroscience, SISSA, via Bonomea 265, 34136 Trieste, Italy
| | - Federico Stella
- Cognitive Neuroscience, SISSA, via Bonomea 265, 34136 Trieste, Italy
| | - Alessandro Treves
- Cognitive Neuroscience, SISSA, via Bonomea 265, 34136 Trieste, Italy
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27
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Bonny JW, Lourenco SF. Individual differences in children's approximations of area correlate with competence in basic geometry. LEARNING AND INDIVIDUAL DIFFERENCES 2015. [DOI: 10.1016/j.lindif.2015.11.001] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
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28
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Abstract
Research on animals, infants, children, and adults provides evidence that distinct cognitive systems underlie navigation and object recognition. Here we examine whether and how these systems interact when children interpret 2D edge-based perspectival line drawings of scenes and objects. Such drawings serve as symbols early in development, and they preserve scene and object geometry from canonical points of view. Young children show limits when using geometry both in non-symbolic tasks and in symbolic map tasks that present 3D contexts from unusual, unfamiliar points of view. When presented with the familiar viewpoints in perspectival line drawings, however, do children engage more integrated geometric representations? In three experiments, children successfully interpreted line drawings with respect to their depicted scene or object. Nevertheless, children recruited distinct processes when navigating based on the information in these drawings, and these processes depended on the context in which the drawings were presented. These results suggest that children are flexible but limited in using geometric information to form integrated representations of scenes and objects, even when interpreting spatial symbols that are highly familiar and faithful renditions of the visual world.
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Affiliation(s)
- Moira R. Dillon
- Psychology Department, Harvard University, Cambridge, MA 02138, USA
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29
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Chiandetti C, Spelke ES, Vallortigara G. Inexperienced newborn chicks use geometry to spontaneously reorient to an artificial social partner. Dev Sci 2014; 18:972-8. [DOI: 10.1111/desc.12277] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/03/2014] [Accepted: 09/30/2014] [Indexed: 01/29/2023]
Affiliation(s)
- Cinzia Chiandetti
- Department of Life Sciences; Psychology Unit, University of Trieste; Italy
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30
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The relationship among geometry, working memory, and intelligence in children. J Exp Child Psychol 2014; 123:112-28. [DOI: 10.1016/j.jecp.2014.01.002] [Citation(s) in RCA: 33] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2013] [Revised: 12/28/2013] [Accepted: 01/08/2014] [Indexed: 01/29/2023]
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31
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Abstract
Preschool children can navigate by simple geometric maps of the environment, but the nature of the geometric relations they use in map reading remains unclear. Here, children were tested specifically on their sensitivity to angle. Forty-eight children (age 47:15-53:30 months) were presented with fragments of geometric maps, in which angle sections appeared without any relevant length or distance information. Children were able to read these map fragments and compare two-dimensional to three-dimensional angles. However, this ability appeared both variable and fragile among the youngest children of the sample. These findings suggest that 4-year-old children begin to form an abstract concept of angle that applies both to two-dimensional and three-dimensional displays and that serves to interpret novel spatial symbols.
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Affiliation(s)
- Véronique Izard
- Laboratoire Psychologie de la Perception, Université Paris Descartes, Sorbonne Paris Cité, 75006 Paris, France
- CNRS UMR 8158, 75006 Paris, France
- Department of Psychology, Harvard University, Cambridge MA 02138, USA
| | - Evan O'Donnell
- Department of Psychology, Harvard University, Cambridge MA 02138, USA
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32
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Abstract
Human adults from diverse cultures share intuitions about the points, lines, and figures of Euclidean geometry. Do children develop these intuitions by drawing on phylogenetically ancient and developmentally precocious geometric representations that guide their navigation and their analysis of object shape? In what way might these early-arising representations support later-developing Euclidean intuitions? To approach these questions, we investigated the relations among young children's use of geometry in tasks assessing: navigation; visual form analysis; and the interpretation of symbolic, purely geometric maps. Children's navigation depended on the distance and directional relations of the surface layout and predicted their use of a symbolic map with targets designated by surface distances. In contrast, children's analysis of visual forms depended on the size-invariant shape relations of objects and predicted their use of the same map but with targets designated by corner angles. Even though the two map tasks used identical instructions and map displays, children's performance on these tasks showed no evidence of integrated representations of distance and angle. Instead, young children flexibly recruited geometric representations of either navigable layouts or objects to interpret the same spatial symbols. These findings reveal a link between the early-arising geometric representations that humans share with diverse animals and the flexible geometric intuitions that give rise to human knowledge at its highest reaches. Although young children do not appear to integrate core geometric representations, children's use of the abstract geometry in spatial symbols such as maps may provide the earliest clues to the later construction of Euclidean geometry.
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Affiliation(s)
- Moira R. Dillon
- Psychology Department, Harvard University, Cambridge, MA 02138; and
| | - Yi Huang
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China
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33
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Mental transformations of spatial stimuli in humans and in monkeys: Rotation vs. translocation. Behav Brain Res 2013; 240:182-91. [DOI: 10.1016/j.bbr.2012.11.008] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2012] [Revised: 11/07/2012] [Accepted: 11/11/2012] [Indexed: 01/29/2023]
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34
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Spelke ES, Lee SA. Core systems of geometry in animal minds. Philos Trans R Soc Lond B Biol Sci 2013; 367:2784-93. [PMID: 22927577 DOI: 10.1098/rstb.2012.0210] [Citation(s) in RCA: 43] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023] Open
Abstract
Research on humans from birth to maturity converges with research on diverse animals to reveal foundational cognitive systems in human and animal minds. The present article focuses on two such systems of geometry. One system represents places in the navigable environment by recording the distance and direction of the navigator from surrounding, extended surfaces. The other system represents objects by detecting the shapes of small-scale forms. These two systems show common signatures across animals, suggesting that they evolved in distant ancestral species. As children master symbolic systems such as maps and language, they come productively to combine representations from the two core systems of geometry in uniquely human ways; these combinations may give rise to abstract geometric intuitions. Studies of the ontogenetic and phylogenetic sources of abstract geometry therefore are illuminating of both human and animal cognition. Research on animals brings simpler model systems and richer empirical methods to bear on the analysis of abstract concepts in human minds. In return, research on humans, relating core cognitive capacities to symbolic abilities, sheds light on the content of representations in animal minds.
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Affiliation(s)
- Elizabeth S Spelke
- Department of Psychology, Harvard University, 1130 William James Hall, 33 Kirkland Street, Cambridge, MA 02138, USA.
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35
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Maruyama M, Pallier C, Jobert A, Sigman M, Dehaene S. The cortical representation of simple mathematical expressions. Neuroimage 2012; 61:1444-60. [DOI: 10.1016/j.neuroimage.2012.04.020] [Citation(s) in RCA: 59] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2011] [Revised: 04/03/2012] [Accepted: 04/07/2012] [Indexed: 01/29/2023] Open
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36
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Lee SA, Sovrano VA, Spelke ES. Navigation as a source of geometric knowledge: young children's use of length, angle, distance, and direction in a reorientation task. Cognition 2012; 123:144-61. [PMID: 22257573 PMCID: PMC3306253 DOI: 10.1016/j.cognition.2011.12.015] [Citation(s) in RCA: 69] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2011] [Accepted: 12/22/2011] [Indexed: 01/29/2023]
Abstract
Geometry is one of the highest achievements of our species, but its foundations are obscure. Consistent with longstanding suggestions that geometrical knowledge is rooted in processes guiding navigation, the present study examines potential sources of geometrical knowledge in the navigation processes by which young children establish their sense of orientation. Past research reveals that children reorient both by the shape of the surface layout and the shapes of distinctive landmarks, but it fails to clarify what shape properties children use. The present study explores 2-year-old children's sensitivity to angle, length, distance and direction by testing disoriented children's search in a variety of fragmented rhombic and rectangular environments. Children reoriented themselves in accord with surface distances and directions, but they failed to use surface lengths or corner angles either for directional reorientation or as local landmarks. Thus, navigating children navigate by some but not all of the abstract properties captured by formal Euclidean geometry. While navigation systems may contribute to children's developing geometric understanding, they likely are not the sole source of abstract geometric intuitions.
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Affiliation(s)
- Sang Ah Lee
- Center for Mind/Brain Sciences, University of Trento, Italy.
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37
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Vallortigara G. Core knowledge of object, number, and geometry: a comparative and neural approach. Cogn Neuropsychol 2012; 29:213-36. [PMID: 22292801 DOI: 10.1080/02643294.2012.654772] [Citation(s) in RCA: 78] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
Abstract
Studies on the ontogenetic origins of human knowledge provide evidence for a small set of separable systems of core knowledge dealing with the representation of inanimate and animate objects, number, and geometry. Because core knowledge systems are evolutionarily ancient, they can be investigated from a comparative perspective, making use of various animal models. In this review, I discuss evidence showing precocious abilities in nonhuman species to represent (a) objects that move partly or fully out of view and their basic mechanical properties such as solidity, (b) the cardinal and ordinal/sequential aspects of numerical cognition and rudimentary arithmetic with small numerosities, and (c) the geometrical relationships among extended surfaces in the surrounding layout. Controlled rearing studies suggest that the abilities associated with core knowledge systems of objects, number, and geometry are observed in animals in the absence (or with very reduced) experience, supporting a nativistic foundation of such cognitive mechanisms. Animal models also promise a fresh approach to the issue of the neurobiological and genetic mechanisms underlying the expression of core knowledge systems.
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38
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Pica P, Jackson S, Blake R, Troje NF. Comparing biological motion perception in two distinct human societies. PLoS One 2011; 6:e28391. [PMID: 22194831 PMCID: PMC3237441 DOI: 10.1371/journal.pone.0028391] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2011] [Accepted: 11/07/2011] [Indexed: 01/29/2023] Open
Abstract
Cross cultural studies have played a pivotal role in elucidating the extent to which behavioral and mental characteristics depend on specific environmental influences. Surprisingly, little field research has been carried out on a fundamentally important perceptual ability, namely the perception of biological motion. In this report, we present details of studies carried out with the help of volunteers from the Mundurucu indigene, a group of people native to Amazonian territories in Brazil. We employed standard biological motion perception tasks inspired by over 30 years of laboratory research, in which observers attempt to decipher the walking direction of point-light (PL) humans and animals. Do our effortless skills at perceiving biological activity from PL animations, as revealed in laboratory settings, generalize to people who have never before seen representational depictions of human and animal activity? The results of our studies provide a clear answer to this important, previously unanswered question. Mundurucu observers readily perceived the coherent, global shape depicted in PL walkers, and experienced the classic inversion effects that are typically found when such stimuli are turned upside down. In addition, their performance was in accord with important recent findings in the literature, in the abundant ease with which they extracted direction information from local motion invariants alone. We conclude that the effortless, veridical perception of PL biological motion is a spontaneous and universal perceptual ability, occurring both inside and outside traditional laboratory environments.
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Affiliation(s)
- Pierre Pica
- Unité Mixte de Recherche 7023, Centre National de la Recherche Scientifique, Saint-Denis, France
- Laboratoire Structure Formelle du Langage, Université Paris 8, Saint-Denis, France
- * E-mail: (PP); (SJ)
| | - Stuart Jackson
- Department of Psychology, Vanderbilt University, Nashville, Tennessee, United States of America
- * E-mail: (PP); (SJ)
| | - Randolph Blake
- Department of Psychology, Vanderbilt University, Nashville, Tennessee, United States of America
- Brain and Cognitive Sciences, Seoul National University, Seoul, Korea
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39
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Young children reorient by computing layout geometry, not by matching images of the environment. Psychon Bull Rev 2011; 18:192-8. [PMID: 21327347 DOI: 10.3758/s13423-010-0035-z] [Citation(s) in RCA: 64] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
Abstract
Disoriented animals from ants to humans reorient in accord with the shape of the surrounding surface layout: a behavioral pattern long taken as evidence for sensitivity to layout geometry. Recent computational models suggest, however, that the reorientation process may not depend on geometrical analyses but instead on the matching of brightness contours in 2D images of the environment. Here we test this suggestion by investigating young children's reorientation in enclosed environments. Children reoriented by extremely subtle geometric properties of the 3D layout: bumps and ridges that protruded only slightly off the floor, producing edges with low contrast. Moreover, children failed to reorient by prominent brightness contours in continuous layouts with no distinctive 3D structure. The findings provide evidence that geometric layout representations support children's reorientation.
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40
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Lee SA, Spelke ES. Two systems of spatial representation underlying navigation. Exp Brain Res 2010; 206:179-88. [PMID: 20614214 DOI: 10.1007/s00221-010-2349-5] [Citation(s) in RCA: 66] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2010] [Accepted: 06/19/2010] [Indexed: 01/29/2023]
Abstract
We review evidence for two distinct cognitive processes by which humans and animals represent the navigable environment. One process uses the shape of the extended 3D surface layout to specify the navigator's position and orientation. A second process uses objects and patterns as beacons to specify the locations of significant objects. Although much of the evidence for these processes comes from neurophysiological studies of navigating animals and neuroimaging studies of human adults, behavioral studies of navigating children shed light both on the nature of these systems and on their interactions.
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Affiliation(s)
- Sang Ah Lee
- Department of Psychology, Harvard University, 11th Floor, Cambridge, MA 02138, USA.
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